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Toward a design theory of problem solving
TLDR
We propose a metatheory of problem solving in order to initiate dialogue and research rather than offering a definitive answer regarding its processes. Expand
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Instructional design models for well-structured and III-structured problem-solving learning outcomes
TLDR
This paper presents models for how learners solve well-structured problems and models for designing instruction to support problem-solving skill development. Expand
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Objectivism versus constructivism: Do we need a new philosophical paradigm?
Many scholars in the instructional systems field have addressed the paradigm shift in the field of learning psychology and its implications for instructional systems technology (IST). This articleExpand
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Computers in the Classroom: Mindtools for Critical Thinking
TLDR
Cognitive tool EduTech Wiki Learning with technology: Using computers as cognitive tools. Expand
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Constructivism: Implications for the Design and Delivery of Instruction
Constructivism! The increase in frequency with which this word appears in the discourse of educational research, theory, and policy is truly remarkable. Unfortunately much of the discussion is at theExpand
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Computers as Mindtools for Schools: Engaging Critical Thinking
I. WHAT ARE MINDTOOLS? WHAT DO THEY DO? 1. What Are Mindtools? 2. Critical Thinking: The Goal of Mindtools. II. SEMANTIC ORGANIZATION TOOLS. 3. Databases as Mindtools. 4. Semantic Networks (ConceptExpand
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Learning with Technology: A Constructivist Perspective
TLDR
This book addresses how to use very specific types of technology and focuses on how technology can be used as a thinking tool to foster meaningful learning. Expand
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Constructivism and computer‐mediated communication in distance education
TLDR
Constructivism can provide theoretical bases for unique and exciting distance learning environments. Expand
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Activity theory as a framework for designing constructivist learning environments
TLDR
The epistemic assumptions of constructive learning are different from those of traditional instruction, so classical methods of needs and task analysis are inappropriate for designing constructivist learning environments (CLEs). Expand
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